1. Reactions Dealing & Guiding

2. Example of a Good Meeting It was March before this meeting took place. So remember to be patient with your school.

3. This will eventually go away! 115 LEAs have gone through training General Education Directors and Special Education Directors have representation on a state steering committee The state now has a work team that is going to help braid initiatives CBM and progress monitoring will be part of the formative assessment training

4. This is not manageable! Listen Show empathy Ask questions to find out more about the details of what is not manageable Attempt to guide the teacher if possible If there is too much frustration, help teacher/team to back up and take things more slowly Ask for assistance from other Support Members if there is a particular area that the teacher needs help with.

5. This school is doing it this way and we are doing it this way! This is a learning process for us all. Although there are state and district guidelines that everyone must follow, it still may look different at the various schools. Our district is a very diverse district, so it may not be reasonable for everyone to be alike. Each school will need to determine how best to use resources, etc. This is still a learning process for everyone.

6. Teacher expresses frustration because she feels she has already done everything. Listen Show empathy Explain why what is needed should be done Primarily Listen

7. Why do we use CBMs? Assessment tools derived from the curriculum, used in conjunction with a problem-solving model. Possess the necessary specificity. Administered in a short period of time. Sensitive to the small increases in the student’s academic skills. Allows for peer referencing. Used to progress monitor Bottom line: It is recommended by the state.

8. Why are CBMs scored the way they are? CBMs are scored in a manner that is sensitive to improvements of students’ achievement over time.

9. Team not looking at the Data Ask about the data Guide the team through questioning Play dumb (pretend you need to be able to explain if someone ask) Ask “Help me understand the decision?”

10. Reviewing Data & Making Adjustments School having difficulty Guide the teacher/team through questioning Use the support documents If this is a regular problem, report to Spencer Register School constantly making adjustments Do not interrupt If unable to make a decision, make a summarizing statement of what has been said Talk privately with facilitator and/or principal

11. Teacher wanting Accommodations Listen Show empathy Explain that special education is not about accommodations Share that upon review, many students are not doing any better with accommodations than without

12. Teacher not following district guidelines Attempt to gain an understanding of why the district guidelines are not being followed. If there is a reasonable concern, bring the concern to Spencer Register for discussion. If there is not a reasonable concern, attempt to explain the district guidelines. Talk with administrator of school Share with Spencer Register Discuss options for working with the school Discuss whether a report needs to be made to a director

13. Administration and/or team is not supporting the district guidelines Attempt to gain an understanding of why the district guidelines are not being followed. If there is a reasonable concern, bring the concern to Spencer Register for discussion. If there is not a reasonable concern, attempt to explain the district guidelines. Share with Spencer Register Discuss options for working with the school Discuss whether a report needs to be made to a director

14. Working in Groups Group OneGroup TwoGroup Three Peter Carrie Donna Suzanne Natalie Susan Rob Joe Carlene Group FourGroup Five Cindy K. Gary Helen Cindy W Spencer Pat

15. Brainstorm Barriers In your small group discuss and list as many barriers as you can that may 1. Prevent a teacher from volunteering for assistance 2. Prevent a successful collaborative problem solving process (team related) 3. Contribute to a teacher’s and/or school’s resistance or failure to carry out a recommendation or intervention

16. Discussion

17. Difficult, Awkward, and Annoying Team Situations What are they? List factors which get in the way of the team’s functioning and effectiveness.

18. Discussion

19. Difficult Situations List situations which you may find difficult to address and would like to discuss.

20. Discussion

21. Have Fun!!!